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"Instruction
involves directing students to appropriate
learning activities; guiding students to
appropriate knowledge; helping students
rehearse, encode, and process information;
monitoring student performance; and
providing feedback as to the appropriateness
of the student's learning activities and
practice performance."
~Merrill,
et al, 1996
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What is
Standards-based Instruction? |
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|
 To plan instruction based on
standards, it is
important to know the definition of Standards-based
Instruction. |
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Think about it.
Consider what you think is a
|
| logical definition of
standards-based instruction. |
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Type
your response in the textbox below.
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| Then click
"Compare Thoughts."
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Sometimes it is not
enough to begin and end
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| with the definition.
Embedded within its context |
| is terminology that lends itself
to further |
| explanation, study, and/or review.
In this case, |
| it is necessary to look deeper
into the meaning |
| of standards-based instruction to
further |
| understand the connection with
standards and |
| assessment. |
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First, placing emphasis
on standards provides
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| guidance and support to all
stakeholders |
| constantly reflecting upon
predetermined learning |
| objectives. In the two preceding
modules, a |
| focused and precise understanding
of standards |
| and their part in the assessment
process was |
| presented. These modules
reinforced the overall |
| role of standards which is to
present a clear |
| picture of what a student should
know and be |
| able to do. |
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Second, it is just as
essential to
maintain
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| alignment with the standard while
planning |
| instructional activities as in
developing |
| assessment. The wording of the
standards |
| becomes the guidepost throughout
the planning |
| process. Keywords from the
standard guide |
| the educator and students along
the most direct |
| route toward meeting the
expectations of the |
| learning objective. |
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| Third, while it is true that
effective instruction |
| results in the attainment of
beneficial information, |
| realize that students must also
learn how and |
| where to apply knowledge. |
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Next... Now that
standards-based instruction
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| has been well defined, it is time
to examine |
| standards-based planning.
Keep in mind that |
| standards-based instruction
aligned to standards, |
| includes appropriate and
meaningful activities |
| that engage students in the
learning process |
| and incorporates higher-order
thinking skills. |
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Click
the Key to Success
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"Education
for the future has left the harbour and is
already on the open seas. Some educators are
still clinging to
the belief that the ship hasn't left and
are invested in business as usual. Some
educators are
enjoying the freedom of the open seas
... excited about the foreign ports and places they will
visit."
~Renata and Geoffrey Caine
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Benefits
of Standards-based Planning and Instruction |
 As
educators set sail examining the standards-based
approach to classroom instruction, they encounter
reasonable answers to the question, "What are the
benefits of designing instruction within a
standards-based planning system?"
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Some
teaching practices are easily adapted to
standards-based planning, while others change
dramatically or disappear altogether. Preparing
instructional opportunities that enhance student
learning provides incentives for educators to
make necessary changes that increase student
success and performance. The standards
help move educators toward active instructional
practices
and away from lecture only! |
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As educators focus on
student learning,
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| parameters
are necessary. Two important |
| issues
to consider at the start of planning that |
| make
a direct connection to the standards
are |
| as
follows: |
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What
should students know and be able |
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to do? |
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How
will educators know students have |
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learned? |
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Time to
reflect.
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| Think about the
direction you led students as you |
| prepared a former
teaching activity. With this |
| thought in mind,
answer the two questions below. |
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Did you prepare the activity
based |
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on a standard that was
clearly |
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stated to the student? |
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Did you share with the
students |
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the expected evidence of
student |
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learning and the criteria by
which |
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you would judge that evidence? |
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Are you
on target?
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Defining
measures need to be taken to ensure
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| learning opportunities
are directed toward the |
| targeted goal. |
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Read
each of the statements below and check
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which
one(s) target standard-based instruction.
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Click
"Compare Thoughts."
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| Within standards-based planning, there is
a definite |
| connection between a continued focus
on |
| standards, assessment, and instruction.
The |
| instructional activities and materials
should directly |
| support the standards and the assessment.
This |
| alignment of assessments, activities,
materials, |
| and instructional processes to standards
is the |
| foundation of the standards-based
planning |
| system. |
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Click
the Key to Success
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With a secure foundation
of  standards-based
planning and instruction, the next step is to examine rigorous and
relevant instruction. Proceed to the next module component
with the following two questions in mind: |
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When does
instruction become
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rigorous? |
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When does
instruction become |
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relevant? |
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